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- Family history
- Late and/or unclear speech
- Inability to remember the label for known objects e.g. colours
- Confused directional words, e.g. 'up/down' or ‘in/out’
- Enhanced creativity - often good at drawing
- Aptitude for constructional or technical toys, e.g. bricks, puzzles, Lego blocks
- Difficulty learning nursery rhymes
- Difficulty with rhyming words, e.g. 'cat mat fat'
- Difficulty with sequencing
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- Particular difficulty with reading and/or spelling and writing
- Persistent and continued reversing of numbers and letters (e.g.'15' for '51', 'b' for 'd')
- Difficulty telling left from right
- Difficulty learning the alphabet and multiplication tables
- Difficulty remembering sequences such as the days of the week and months of the year
- Poor concentration
- Signs of frustration
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- Continued mistakes in reading and poor comprehension of text
- Bizarre spelling, perhaps with letters missed out or in the wrong order
- Taking an above average time over written work
- Poor organisation at home and at school
- Difficulty copying accurately from blackboard or textbook
- Difficulty taking down oral instructions
- Growing lack of self-confidence and increasing frustration
- May appear bright, but fails to fulfil potential
- Difficulty repeating polysyllabic words
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- Tendency to read inaccurately, or without comprehension
- Inconsistent spelling
- Difficulty with planning and written essays
- Tendency to confuse verbal instructions and telephone numbers
- Difficulty with learning a foreign language
- Low self-esteem
- Difficulty with perception of language, e.g. following instructions, listening comprehension
Adults may present with any of the indicators in the preceding category. The most common residual problem adults have in common is a poor short-term memory. |
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